Equity and Social Justice: A short introduction

1 Equity for Children | June 2013 1 of 7 Equity and Social justice : a short introduction By: Equity for Children || June 2013 This introduction provides a snapshot of some central theories that are linked to the present debate on the relation of Equity and equality to development. We cover only a small part of the extensive literature and debate and it is a work in progress, subject to new contributions and changes. The objective is to provide a framework to the different elements that Equity for Children is presenting on the concepts of equality and Equity and implications for children and adolescent policy actions.

2 Equity There is consensus in the development literature that an Equity approach signifies development aimed at reaching the most marginalized and deprived populations first, in contrast to the objective of reaching only greater quantities of people. Key international organizations like the World Bank and UNICEF utilize the concept of Equity prominently in their work and refer to it explicitly in their reports and strategies. The first high profile occurrence of the Equity concept on the international organizations arena appeared with the publishing of the UNDP s 2005 Human Development Report, the 2005 Report on The World Social Situation by UNRSID, and the World Bank s 2006 World Development Report.

3 Anderson and O Neil noted this trend with the release of working papers entitled A New Equity Agenda as a primer to a conference held by the Overseas Development Institute (ODI) on the topic. This discussion dealt with the concept of Equity both in terms of its intrinsic as well as its instrumental value. While intrinsically Equity for Children | June 2013 2 of 7 perceived as ensuring the human rights of the most deprived, the instrumental view presents Equity as an instrument for growth and Social cohesion.

4 Overall, Equity is not a new concept to development work. Some view the Equity approach as a response to growing inequalities and a way to address those left out of the low-hanging fruit approach for which the Millennium Development Goals (MDGs) are sometimes criticized. The current dialogue around Equity revolves predominantly around how Equity is measured. One camp holds that increasing equality of opportunity, or equal access to services, is enough. Others argue that Equity should be measured according to outcomes, or the results of how groups of people actually fare in life.

5 Either way, an Equity approach entails addressing the specific deprivations of the most marginalized in societies. The genesis of equality and Equity as a concept of Social justice arose from a history of evolving philosophies of societal organization and distribution of wealth and services. From natural law to the modern concept of rights, the pursuit of a socially just distribution continues. Poverty exists at record-high levels in absolute terms, disproportionately affecting the most marginalized groups in societies across the world.

6 The central theories underlying the Equity paradigm follow, providing a theoretical background for the concept of Equity and its relevance in today s highly unequal world. While there are many Social justice theories, the four contemporary frameworks relating to Equity in this examination are John Rawls concept of justice as fairness (1971), Amartya Sen s capability approach (2000), Charles Tilly s concept of durable inequalities (2006), and the human rights approach to poverty by The Office of the High Commissioner for Human Rights (OHCHR) (2002).

7 We examine each of these below. Major Works contributing to Equity Equity for Children | June 2013 3 of 7 John Rawls A Theory of justice (1971) underlies the principle approach to alleviating inequity by targeting the most disadvantaged. Amartya Sen s The Idea of justice and the capability approach support the focus of poverty alleviation on the specific and individualized needs of the disadvantaged. This is to say that services need not be prioritized in the most central manner possible, but rather the most effective for the most disadvantaged, based on that demographic s particular needs and capabilities.

8 One area of consensus regarding inequity is that it arises from overlapping deprivations which create multi-dimensional poverty. Charles Tilly s concept of durable inequalities relates to the transmission of poverty that persists through generations, providing a central concept with respect to Equity . Tilly theorizes the Social aspect of poverty by examining how Social status is preserved via commonly unintentional Social ties in Identities Boundaries & Social Ties (2006).

9 Human Rights are reflected in The Office of the High Commissioner for Human Rights (OHCHR) Human Rights and Poverty Reduction: Conceptual Framework (2002). Contemporary Frameworks Relating to Equity 1. justice as Fairness John Rawls seminal A Theory of justice introduces the concept of " justice as fairness", shifting the philosophy of distribution to the greater society instead of individuals. Rawls presents two central principles to comprise his philosophy. The equal liberty principle holds that individuals are entitled to the maximum amount of liberties (to vote and run for office, freedom of speech and assembly, liberty of conscience, freedom of personal property and freedom from arbitrary arrest) to the extent that it is good for the society as a whole and that can be applied to Equity for Children | June 2013 4 of 7 all.

10 The difference principle holds that inequalities are acceptable only if they are redressed to the greatest benefit of the most disadvantaged. Rawls treatment of inequalities shares a fundamental value with the concept of Equity in that they both aim to redress inherent disadvantages in terms of opportunity and Social mobility (Rawls 302). The Equity paradigm derives the concept of a fair equality of opportunity from Rawls second principle. The difference principle then does allow for inequalities in outcomes to the extent that equality of opportunity exists.